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Civil War Lesson #1:
The Road to War
Major Topics:
• Slavery
•
States’ Rights
•
Sectional Differences
What caused the Civil War?
This first lesson centers on one of the most
significant and contested issues in the study of the
Civil War – the cause of the war itself. Slavery was
the cause of the Civil War, because it underpinned
all other causes. Sectional differences in geography,
climate and economy between the North and South
also contributed to the division, as did the unsettled
constitutional question of states’ rights. The South’s
desire to extend slavery into the western territories
against the desires of the Northern majority
reinforced sectional differences and fueled the
argument for states’ rights.
This lesson will provide opportunities for students to
develop their chronological thinking skills and
expand their understanding of cause and effect
reasoning.
“Am I Not a Man and a Brother?” Woodcut image from an 1837
broadside publication of John Greenleaf Whittier's antislavery poem,
"Our Countrymen in Chains." Source: Library of Congress, http://w
ww.loc.gov/pictures/item/2008661312/
Page 1
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
Procedures
Step 1: Civil War Pre-Test (Class Time: 50 minutes)
Distribute copies of the Civil War Pre-Test (CW1.1), or have students take the pre-test online.
The pre-test assesses what students remember from earlier units about the conflict over slavery
in the western territories, the compromises agreed upon to avoid war, and regional differences.
The pre-test also tests students on the historical thinking skills which are taught in this unit,
including their ability to differentiate between primary and secondary sources, consider
perspective, make an interpretation, and use evidence. Using the attached Civil War Pre-Test Key (CW1.1-K),
review student answers to determine what content and/or disciplinary skills need reviewing. Suggestions for
re-teaching are provided.
Step 2: Unit Introduction: American Freedom (Class Time: 40 minutes)
Introduce the unit focus question: “Was the Civil War a War for Freedom?” Explain to students
that the most significant result of the war was the end of slavery. The 13th Amendment (passed
after the war) ensured freedom for all in the United States. As students study what happened
during the Civil War, they will explore the many different meanings of the word “freedom,” and
collect evidence about freedom from each lesson in the unit. At the end of the unit, they will
make their own interpretation based on the evidence to answer the question. Tell students that their first task
is to define what freedom means to them. Pass out American Freedom Now and Then (CW1.2) and review
with the whole class the meanings of political, economic, and social. Have students answer the first question
independently. Next, have students answer the second question with a partner. Debrief as a whole class.
Record answers on a piece of butcher paper with the title, “Freedom Wall,” as in Freedom Wall Lesson 1
(CW1.3). You will be adding evidence to this wall (made of pieces of butcher paper) throughout the unit.
Alternatively, you can have students record notes in an interactive journal.
Step 3: Lesson Introduction: The Cause of the Civil War (Class Time: 30 minutes)
Map of the United States of North America, et al., 1861. By Theodor
Ettling. Source: Library of Congress Geography and Map Division,
http://hdl.loc.gov/loc.gmd/g3700.cw0011500
Tell students that the first lesson is about the cause of
the Civil War. Explain that a civil war is fought between
two opposing groups within a country. Ask students
whether they have guesses as to why the United States
fought a civil war and which two groups were in
conflict. Record class answers on the board. Pass out
America in the 1860s (CW1.4) and review the opening
information with students. Have them label the states
on the map and answer the questions. Review
students’ answers to the questions with the whole class,
and tell them that they will be looking at a variety of
primary and secondary sources – maps, graphs, and
written sources - about the causes of the Civil War, or
why the two sides went to war.
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
Procedures (continued)
Step 4: Slavery as the Cause of the War (Class Time: 35 – 50 minutes)
Tell students that almost all historians today interpret
the cause of the Civil War in this way: Slavery was the
cause of the war. Distribute The Civil War’s Greatest
Myth (CW1.5).
Tell students to answer these
questions as they watch the History Channel’s free film
clip,
“Civil
War’s
Greatest
Myth”
http://www.history.com/topics/american-civilwar/videos#civil-wars-greatest-myth (2:41 minutes).
Play it several times. Go over the answers with the
students, using The Civil War’s Greatest Myth Key
(CW1.5-K). Explain that historians and the general
public often disagree about interpretations of history,
such as what caused important events. You might also
lead a discussion of the role that memory plays in
history. If the pre-test indicates that students need
more review of slavery and sectionalism, give them The
Role of Slavery (CW1.6) reading. You might read this
aloud with them, stopping to ask questions and explain
at the end of each paragraph.
Port Royal Island, S.C. African Americans preparing cotton for the gin on Smith's
plantation. 1862. Photographer: Timothy H. O’Sullivan. Source: Library of
Congress, http://www.loc.gov/pictures/item/
2008661312/
Step 5: Sectionalism (Class Time: 50 minutes)
Tell students that regional differences, especially slavery, between the North and South led to
sectionalism (loyalty to one’s region rather than to the nation.) To understand the regional
differences, they will look at charts and graphs taken from the 1860 Census. Divide the class
into 8 groups. Give each group one chart or graph from Understanding the 1860 Census
(CW1.7). Instruct the groups to answer the questions about their data and prepare to share
those answers with the class. Have each group present their answers to the class. Using the last page of
CW1.7-K, summarize the important points for students, on the board or overhead, and have them take notes.
Finally, pass out Sectionalism in America: North versus South (CW1.8), which stresses that competition over
the western states fueled sectionalism. The question of which region would control all the new territory taken
in the Mexican-American War bitterly divided the North and South and led directly to increasing violence and
the outbreak of the war. Have the students read the text and answer questions 1-6 in groups. For more
advanced students, assign question 7 (on page 4 of CW1.8) for homework, with an appropriate reading from a
textbook. Review the students’ answers to the questions, and make sure that they all have the correct answers
recorded. Stress that slavery was the root cause of sectional conflict.
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
Procedures (continued)
Step 6: Chronology of States’ Rights (Class Time: 90 minutes)
Tell students that in the past historians, especially historians from the South, argued that states’
rights was the cause of the Civil War. States’ rights wasn’t the cause of the war, but rather it
was the argument used by Southern politicians to try to keep slavery. Remind students that
they studied the issue of how much power belonged to the states and how much power
belonged to the federal government during the unit on the Constitution. This issue is one of
the enduring constitutional questions raised again and again in American politics. Using the argument for
states’ rights, individual states challenged federal authority in a series of events from the late 18th century
through 1861. As students have already studied the pre-war conflict over admitting free and slave states to the
union and the individual compromises, the focus of this lesson is to grasp the big picture – that the states’
rights argument came from differing interpretations of the constitutional sharing of power between the states
and the federal government, and that conflict over slavery in the western territories fueled sectionalism and the
use of the states’ rights argument.
Distribute Defining Ideas in Context: States’ Rights (CW1.9). Explain to students that they
will be defining the concept of states’ rights and other related terms. In addition, they will be
learning how to use clues within a reading to understand unfamiliar vocabulary terms. Working
in pairs or groups of three, have students answer the questions that follow the excerpts. In the
end, ask groups to share their definitions of states’ rights. Use Defining Ideas in Context:
States’ Rights Key (CW1.9K) as a reference.
View from Confederate fort, east of Peachtree Street, looking east, Atlanta,
Georgia. 1864. Photographer: George N. Barnard. Source: Library of
Congress. http://www.loc.gov/pictures/item/92507165/
Distribute a copy of The Chronology of States’ Rights
Timeline (CW1.10) to each student. Form eleven small
groups, and distribute one set of The Chronology of
States’ Rights Placards (CW1.11) to each group. Ask
each group of students to explain the specific event and
answer the following question: What was the issue
[political problem or question]? Next, ask students to
organize themselves chronologically, holding the
placards. Have one student from each group briefly
explain the event and identify the issue.
For homework, have students answer the four questions
in the box on p. 2 of CW1.10.
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
Procedures (continued)
Step 7: Civil War Causes and Freedom (Class Time: 15 minutes)
Ask student volunteers to share their answers to the lesson focus question, “What caused the
Civil War?” List the three issues – sectionalism, states’ rights, and slavery – and ask students
how each contributed to the outbreak of the war. Point out to students that the main issue
behind sectionalism was slavery, and the main issue driving states’ rights was slavery. That is
why historians argue that slavery was the cause of the war.
Turn to the Freedom Wall (See CW1.3) and ask
students how the road to the Civil War was
related to freedom. Make sure that they
understand:
1.
The most important cause of the Civil
War (to most historians) was slavery – the
opposite of freedom.
2.
White southerners thought that they
were fighting for their freedom. They saw
states’ rights as the freedom to own slaves as
property, the freedom to live their own way of
life with no interference, and the freedom of
their state to resist or secede from the union.
Life in Camp Cameron, Washington, DC. May 1861.
Photographer: Matthew Brady. Source: Library of
Congress. http://www.loc.gov/pictures/item/2010647707/
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
Modifications / Support for Student Literacy
Defining Ideas in Context: States’ Rights (CW1.9)
This activity is designed to both explain an important concept and teach students to define the meaning of
important terms independently. Although this is designed as an individual activity, students can be grouped in
pairs or threes to complete the activity, as long as each student is required to explain the term, either in writing
or verbally.
Role of Slavery Reading (CW 1.6)
If students struggle to understand CW1.6, consider using it as a teacher guide and explaining the ideas to
students. Another strategy is to have students underline the main idea of each paragraph, and circle each
piece of evidence.
Sectionalism in America: North and South (CW1.8)
Rather than assigning this reading to students, you might tell them the main ideas and have them record those
points in their notes. Then have them analyze the “Tragic Prelude” painting. Project the painting and ask them
to answer questions 5 and 6 orally.
Short-Track Schedule
The decision to condense this long lesson depends on students’ responses to the pre-test. If students answer
most of the questions on slavery, regional differences, and compromises before the war correctly, you can
move quickly through lesson 1. If students have not mastered the preliminary content, we recommend taking
the time to go through the activities of the lesson to reteach that content. If students are reasonably familiar
with slavery, regional differences, and the compromises, and you only have only limited time, use this shorttrack schedule (4 class periods of 50 minutes each):
 Do Steps 1 and 2: (The definitions of freedom and the Freedom Wall information in step 2 are vital
components for the essay-writing in lesson 8. Time spent now will save time later.) Do American
Freedom Now and Then (CW1.2) as a whole class activity for 20 minutes. Have students suggest answers,
you record the answers on the overhead or on the Freedom Wall, and have students copy the answers on
the sheet, or directly in their notes.
 Do Steps 3 and 4, but do not assign the Role of Slavery (CW1.6).
 In Step 5, do only charts 1 and 5 from Understanding the 1860 Census (CW1.7), or skip the entire activity.
Summarize the main points of the Sectionalism in America reading (CW1.8), and have students take brief
notes.
 In Step 6, do either the Defining Ideas in Context (CW1.9) activity, or the Chronology of States’ Rights
(CW1.11) activity. Give the Chronology of States’ Rights Timeline (CW1.10) as a homework assignment.
 Do Step 7.
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.1-Civil War Pre-Test (p. 1 of 3)
Instructions: Mark Questions 1-10 as either True (T) or False (F). Then, explain the reasons for your
answers in the spaces below each question.
1. There were slaves in America in revolutionary times.
2. The Declaration of Independence was signed after the Civil War.
3. The Declaration of Independence explained why the colonies should separate from England.
4. This is a quote from the Bill of Rights: “…all men are created equal, that they are endowed by
their Creator with certain unalienable rights…”
5. Until the Civil War, there was no resistance against slavery.
6. The cotton gin increased the need for slaves.
7. Prior to 1860, the South was more urban than rural.
8. Industrial factories emerged in Northeastern US in the 1800s.
9. Most Southern whites owned slaves.
10. Prior to 1860, more people lived in the North than in the South.
Questions 11-15 are multiple-choice review questions from the period between 1800 and 1860.
11. The New England region:
a. had a long warm growing season
b. was ideal for growing crops like tobacco
c. had more people living in cities than the South
d. was not hospitable to trade
12. The American South
a. was ideal for growing crops like tobacco and rice
b. was composed only of plantations
c. did not have any free black landowners
d. was densely populated
13. What led the newspapers to speak of “Bleeding Kansas” in 1856?
a. Attacks on job-seeking Irish immigrants
b. Conflict between cattle ranchers and farmers
c. Fighting between pro-slavery and anti-slavery forces
d. Reaction to the U.S. Supreme Court ruling against Dred Scott
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.1-Civil War Pre-Test (p. 2 of 3)
14. Why did many Northern members of Congress oppose the Kansas-Nebraska Act?
a. It opened up a great deal of land to slavery.
b. It prohibited slavery in any land acquired from Mexico
c. It supported the Missouri Compromise
d. It ended the practice of popular sovereignty
15. What impact did the Dred Scott decision have on the slavery issue?
a. It settled the debate for more than 30 years
b. It divided the country over slavery even more
c. It convinced the North to secede from the Union
d. It caused the president to impeach the chief justice
16. Are these accounts of the Lincoln-Douglas debates from 1858 primary or secondary sources?
Account
Primary?
Secondary?
a. The official written record of the debate
b. A movie about the debate
c. A book about the debate written 10 years later
d. Notes written by a member of the audience
Read the following quotes and then answer the questions that follow:
This quote comes from a United States History book published in 2008:
“Most white northerners at the time [1860] viewed blacks as inferior. . . .Only a few [white
northerners] held strong opinions about slavery. . . A vocal minority of northerners were
abolitionists . . . Some white northern bankers, mill owners, and merchants earned a lot of money
on southern cotton and tobacco or by trading or transporting enslaved people. They were
sympathetic to Southern plantation owners and did not want to abolish slavery.”
17. How does the author of this secondary source interpret northern views of slavery in 1860?
a. Most northerners believed that slavery was morally wrong.
b. Most northerners wanted to abolish slavery.
c. Most northerners were sympathetic to slavery.
d. Northerners had different opinions on slavery – while some wanted it abolished, others didn’t
care or even supported the practice
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.1-Civil War Pre-Test (p. 3 of 3)
This quote was written by Susie King Taylor, who was a child slave during the Civil War. “Yankees” is a slang
term for northerners or the Union army. “Colored people” was a polite term for African-Americans at this time.
“About this time I had been reading so much about the "Yankees" I was very anxious to see them.
The whites would tell their colored people not to go to the Yankees, for they would harness them
to carts and make them pull the carts around, in place of horses. I asked grandmother, one day, if
this was true. She replied, “Certainly not!" that the white people did not want slaves to go over to
the Yankees, and told them these things to frighten them. . . . I wanted to see these wonderful
"Yankees" so much, as I heard my parents say the Yankee was going to set all the slaves free.”
18. This passage provides evidence for which of the following interpretations?
a. Slaves thought the purpose for fighting the war was to save the union.
b. Slave-owners were afraid of losing their slaves to the Union army.
c. Abolitionists, both black and white, wanted to free the slaves.
d. Unless the Union army was close, slaves in the South did not know much about the war.
This quote comes from a letter written by Clinton Hatcher of Augusta County, Virginia, in 1861:
“I think now that Virginia is invaded it is becoming that every true Virginian should shoulder his rifle
and march to the rescue. . . . I had the pleasure of casting the first vote of my life last Thursday and
was happy to give it in so good a cause as that of ratifying the ordinance of Secession.”
19. What is the author’s perspective?
a. He did not want slavery to be abolished.
b. He did not want Virginia to secede from the Union.
c. He did not want new states in the West to allow slavery.
d. He did not want to enlist in the Confederate army.
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.2 American Freedom Now and Then (p. 1 of 2)
To analyze historical issues, historians use three categories – political, economic, and social. When historians
identify and think about the political, economic, and social aspects of a historical question (such as what was
American freedom like now and then), they know that they have covered the historical context thoroughly. In the
chart below, read the political, economic and social key elements and the examples of freedom. Then fill in the
second and third charts.
Analyzing Freedom
Political
Economic
Social
Key Elements:
power, government, law,
police, army
Key Elements:
jobs, money, industry,
agriculture, stores, ownership
of property
Key Elements:
people, race, class, gender,
ethnic groups, immigration,
marriage, family, religion,
relationships between people
Examples of political
freedoms:
Examples of economic
freedoms:
Examples of social freedoms:
Right of citizenship
Right to vote
Being equal to others before
the law (police, judges, courts)
Freedom of assembly
Right to trial by a jury
Freedom from torture
Freedom to own property
(and no one can take it away
from you)
Equal opportunity in
employment
Control over personal labor
and earnings
Freedom from slavery
Freedom to travel freely
Freedom to leave one place
and move to another place
Freedom from discrimination
based on race, color, ethnicity,
or gender
Freedom to marry anyone you
wish
Right to an education
What does freedom mean to you? Provide some examples of the political, economic, and social freedoms you
enjoy.
Political
When I am 18, I can legally
vote.
Economic
I can shop anywhere.
Social
My family and I can move
freely from place to place.
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.2 American Freedom Now and Then (p. 2 of 2)
Think about the different people who lived in the United States in 1860. Whether they were free, slave, black,
white, immigrant, Native American, men or women, how was freedom defined and experienced in the 1860
politically, economically, and socially?
Political
White men could vote, but
slaves, women, and Native
Americans could not vote.
Economic
Freed blacks could only work
in certain industries for low
wages.
Social
Immigrants freely entered the
United States.
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.3-Freedom Wall for Lesson 1
On the Freedom Wall, you, the teacher, should record what the students have learned about freedom in each of
the individual lessons of the Civil War Unit. This page gives you an example of what should be on the wall at the
end of Lesson 1. In the following lessons, important points to be added to the wall will be listed at the end of each
lesson. By the end of the unit, the Freedom Wall will be a series of butcher-paper posters on the wall containing a
summary of all that the students have learned about the unit focus question: Was the Civil War a war for
freedom? Students will have a visual reminder of these points to use in their writing at the end of the unit.
Freedom Wall: Was the Civil War a War for Freedom?
Before the War: American Freedom in 1860
Political
Economic
Social
• Slaves could not vote
• Slaves were considered
• Slaves could not travel
property & couldn’t own
freely, or leave their
• Women could not vote
property
masters, and slave
• Native Americans were not
marriages and families
• Freed blacks and women
citizens
were often broken up
could only work in certain
through sale
• Slaves, women and Native
industries for low wages
Americans were not equal
• Slaves, freed blacks, Native
• Native Americans lost their
before the law to white
Americans, immigrants,
property (Trail of Tears)
men
and women suffered from
• Slaves had no control over
discrimination
• Masters could torture
their personal labor and
slaves
• All non-slaves had
their masters did not pay
freedom of religion
• Slaves had no right to trial
them wages
by jury
• Women’s ability to travel
• White men (native-born
and move away from their
and immigrants) could
families and husbands was
own property (including
more restricted than it is
slaves) & they controlled
today
their personal labor and
earnings
• White people and Native
Americans had freedom
from slavery
•
Most southern states had
laws prohibiting slaves or
free blacks from learning
to read or write
[The next two rows to be added at the end of Lesson 1]
The most important cause of the Civil War (to most historians) was slavery – the opposite of
freedom.
White southerners thought that they were fighting for their freedom. They saw states’ rights as
the freedom to own slaves as property, the freedom to live their own way of life with no
interference, and the freedom of their state to resist or secede from the union.
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.4-America in the 1860s
The United States had 33 states, 7 territories, and the District of Columbia, when the federal government
finished the census in 1860. 31,443,321 people lived in the United States, according to the 1860 census. Nearly
4 million of them were slaves.
Abraham Lincoln won the presidential election in 1860. Before and after President Lincoln took office on
March 4, 1861, 11 Southern states seceded (separated) from the United States in protest: South Carolina,
Mississippi, Florida, Alabama, Georgia, Louisiana, Texas, Virginia, Arkansas, North Carolina, and Tennessee. They
formed the Confederate States of America.
The Civil War began on April 12, 1861 with the Battle at Fort Sumter in South Carolina. On one side was the
Union or the North, made of the Northern states that stayed within the United States. On the other side was
the Confederacy or the South, made of the Southern states that seceded from the United States.
Instructions: Label the states (but not territories) on both maps below. Then answer the questions.
United States in 1850
Free states as of 1850
Slave states as of 1850
Territories
Missouri Compromise Line
Source: http://en.wikipedia.org/wiki/File:
Missouri_Compromise_Line.svg
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.4-America in the 1860s
United States in 1865
Union states
Union territories not permitting slavery
Border Union states, permitting slavery
Bleeding Kansas, entered Union
Confederate states
Union territories permitting slavery
Source:
http://commons.wikimedia.org/wiki/File:US_Sec
ession_map_1865.svg
1. What are the red states?
2. What are the navy blue states?
3. What are the yellow states?
4. What are the differences between the two maps?
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.5 – The Civil War’s Greatest Myth
1.
What is the greatest myth about the causes of the Civil War?
2. What do some southerners argue were the causes of the Civil
War?
a. ________________ rights
b. to preserve a separate Southern _____________
3. What do most historians today (the historians in the video) say
was the cause of the Civil War?
“Am I Not a Man and a Brother?” Woodcut image from
an 1837 broadside publication of John Greenleaf
Whittier's antislavery poem, "Our Countrymen in
Chains." Source: Library of Congress,
http://www.loc.gov/pictures/item/2008661312/
4. List two reasons why historians say that this was the cause of the
Civil War.
5. After the war, why did some southerners argue that the war was not about slavery?
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.6-The Role of Slavery Reading
In 1860, there were almost 4 million slaves in the southern part of
the United States. The agricultural economy of the South
depended on slave labor. The South’s most important cash crop,
cotton, made cotton growers very wealthy, but required a lot of
manual labor. Slaves did that labor. Worth $3 billion, slaves were
also the most valuable property in the South. Slavery was the basic
social and economic institution of the South. White Southerners’
greatest fear was that the federal government would free the
slaves. According to white Southerners, freeing slaves would
destroy the South’s economy, culture, and way of life.
Slavery was a major regional difference between the North and the
South. Southerners wanted the chance to use slave labor in
western territories, while many Northerners wanted to be able to
establish farms out West under “free soil and free labor.” They did
not want to compete with plantation owners who had the
Port Royal Island, S.C. African Americans preparing cotton for
advantage of slave labor. Abolitionists were a small minority in the
the gin on Smith's plantation. 1862. Photographer: Timothy
H. O’Sullivan. Source: Library of Congress,
North, but they tried very hard to convince their fellow Northerners
http://www.loc.gov/pictures/item/2008661312/
that slavery was morally wrong. Senators and Congressmen from
the North and the South argued bitterly over the admission of each new state. Sectional anger and division
only grew through the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott court case of 1857.
The sectional anger led to violence. In 1859, abolitionist John Brown raided a federal arms supply to encourage
slaves in Virginia to rebel.
As northern and southern politicians debated the issue of slavery in the western territories, the feeling of
sectionalism grew stronger and stronger. Sectionalism means that the people in each region (or section) have
loyalty to the section rather than to the nation. The North had many more people than the South did. If
Northerners voted as a section, the North would win every vote in the Congress, and decide who would be
President. Because Southerners feared the North’s voting power in the federal government, many Southern
politicians argued for strengthening each state’s rights. If the states were more powerful than the federal
government, Southerners would be safe from federal laws passed by the Northern majority. If the Congress
passed a law that threatened slavery, Southern states claimed the right to secede from the union.
In the election of 1860, almost no Southerners voted for Abraham Lincoln, but the Northern majority elected
him President. Even though Lincoln said that he would not interfere with slavery in the South, Southerners did
not believe him. Before and after President Lincoln took office on March 4, 1861, 11 Southern states seceded
(separated) from the United States in protest: South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana,
Texas, Virginia, Arkansas, North Carolina, and Tennessee. They formed the Confederate States of America.
The Civil War began on April 12, 1861 with the Battle at Fort Sumter in South Carolina. On one side was the
Union or the North, made of the Northern states that stayed within the United States. On the other side were
the Confederates or the South, made of the Southern states that seceded from the United States.
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.7-Understanding the 1860 Census
Group 1
1860 Population: 31,443,321 people in the U.S.
Region or Group
All Union States, DC, and Territories
States which later seceded
Total number
of people
22,339,989
9,103,332
Slaves and Free Blacks
Immigrants
4,441,730
4,136,175
Discuss the data on this chart and answer these questions:
1. What stands out or strikes you about this data?
2. What does this data tell us about regional differences between the North and South before the Civil
War?
Be prepared to share your answers with the class.
Page 21
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.7-Understanding the 1860 Census
Group 2
If a state did not have any slaves or slaveholders, it does not appear on this chart. For example,
there were no slaves in New York, so New York is not on this chart.
Slave
States
Alabama
Arkansas
Delaware
Florida
Georgia
Kansas
Kentucky
Louisiana
Maryland
Mississippi
Missouri
North
Carolina
South
Carolina
Tennessee
Texas
Virginia
Total
Slaveholders Slaves
33,730 435,080
1,149 111,115
587
1,798
5,152
61,745
41,084 462,198
2
2
38,645 225,483
22,033 331,726
13,783
87,189
30,943 436,631
24,320 114,931
34,658
331,059
26,701
36,844
21,878
52,128
402,406
275,719
182,566
490,865
Discuss the data on this chart and answer these questions:
1.
What stands out or strikes you about this data?
2.
What does this data tell us about regional differences
between the North and South before the Civil War?
Be prepared to share your answers with the class.
Page 22
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.7-Understanding the 1860 Census
Group 3
If a state did not have any slaves or slaveholders, it does not appear on this graph. For example,
there were no slaves in New York, so New York is not on this graph.
1,200,000
1,000,000
800,000
600,000
Slaveholders
Total Slaves
400,000
Non-Slaveholders
200,000
0
Discuss the data on this graph and answer these questions:
1. What stands out or strikes you about this data?
2. What does this data tell us about regional differences between the North and South before the Civil War?
Be prepared to share your answers with the class.
Page 23
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.7-Understanding the 1860 Census
Group 4
U.S. Population in 1860
White Native born
1%
White Foreign born
Free Blacks
Slaves
Most slaves lived
in the South.
Most white
foreign born and
free blacks lived
in the North.
13%
13%
73%
.
Discuss the data on this graph and answer these questions:
1. What stands out or strikes you about this data?
2. What does this data tell us about regional differences between the North and South before the Civil War?
Be prepared to share your answers with the class.
Page 24
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.7-Understanding the 1860 Census
Group 5
Value of Types of Property in the U.S., 1860
Other
$755,000,000
Farm Tools and
Machinery
$247,000,000
Slaves
$3,000,000,000
Real Estate
$7,000,000,000
Manufacturing
$1,000,000,000
Railroads
$1,200,000,000
Banks
$421,000,000
Livestock
$1,100,000,000
Discuss the data on this graph and answer these questions:
Almost all slaves were in
the South. Most
manufacturing was in the
North.
1. What stands out or strikes you about this data?
2. What does this data tell us about regional differences between the North and South before the Civil War?
Be prepared to share your answers with the class.
Page 25
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.7-Understanding the 1860 Census
Group 6
Cash Value of Land
6,000,000,000
The North’s economy was more
based on manufacturing, while
the South’s economy was based
on agriculture.
5,000,000,000
D
o 4,000,000,000
l
l 3,000,000,000
a
r 2,000,000,000
s
1,000,000,000
0
Union
Confederacy
Discuss the data on this graph and answer these questions:
1. What stands out or strikes you about this data?
2. What does this data tell us about regional differences between the North and South before the Civil War?
Be prepared to share your answers with the class.
Page 26
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.7-Understanding the 1860 Census
Group 7
Cotton Bales (400 pounds per bale)
1860
1850
Mississippi
1,202,507
484,292
Alabama
989,955
564,429
Louisiana
777,738
178,737
Georgia
701,840
499,091
Texas
431,463
58,072
Arkansas
367,393
65,344
South
Carolina
353,412
300,901
Tennessee
296,464
194,532
North
Carolina
145,514
50,545
Florida
65,153
45,131
Missouri
41,188
Virginia
12,727
3,947
Illinois
1,482
Utah
136
Kansas
61
New Mexico
19
United
States
5,387,052 2,445,793
Discuss the data on these 2 charts and answer these
questions:
1. What stands out or strikes you about this data?
2. What does this data tell us about regional
differences between the North and South before
the Civil War?
Be prepared to share your answers with the class.
Cotton Production
If a state did not grow cotton, it
does not appear on the top chart.
For example, farmers in New York
did not grow cotton, so New York
is not on the chart.
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
0
1790 1800 1810 1820 1830 1840 1850 1860
Page 27
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.7-Understanding the 1860 Census
Group 8
Manufacturing in 1860: This chart lists the number of factories producing goods in certain industries by
regions.
Region
Cotton
goods
Boots &
Shoes
Printing
Railroad
Iron
New England States
Middle States
Western States
Southern States
Pacific States
Total in U.S.
570
340
22
159
0
1,091
2,439
5,412
3,175
1,365
96
12,487
278
708
487
151
42
1,686
14
134
24
35
0
256
Middle States = New York,
Pennsylvania, New Jersey, Delaware,
Maryland
Locomotive
engines
9
7
2
1
0
19
All industries
combined
20,671
53,287
36,785
20,631
8,777
140,433
Discuss the data on this graph and answer
these questions:
1. What stands out or strikes you about this
data?
Western States = Ohio, Indiana,
Illinois, Utah, Missouri, Kentucky,
Michigan, Wisconsin, Minnesota,
Iowa, Kansas and Nebraska
Pacific States = California and Oregon
2. What does this data tell us about regional
differences between the North and South
before the Civil War?
Be prepared to share your answers with the
class.
Page 28
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.8 - Sectionalism in America: North versus South (p. 1 of 3)
Read the text and answer the questions below.
Regional Differences and Sectionalism
All regions have differences, but often regions do cooperate with each other, if it serves their political interests.
For example, a region that was mostly agricultural (like the South in 1860) might exchange its food and
agricultural products (like cotton) for manufactured goods from a region that was industrializing (like the North
in 1860). However, regional differences sometimes created huge barriers between the people of the different
regions, and caused the people of those regions to think that the people of the other region did not share the
same interests. Differences between the North and the South grew into sectionalism, a fierce loyalty to one’s
region. Under sectionalism, people gave their loyalty to their region and not to the whole country. They
defined their own freedom as winning the interests of their region and not being told what to do by people of
the other region. They were willing to fight and die to protect the interests of their region.
Competition over the West drove sectionalism. Most Northerners did not care what happened in the South;
most Southerners did not care what took place in the North. But, both regions cared deeply about which side
was going to control the newly-acquired western territories. For more than thirty years before 1860, there were
long and bitter arguments between politicians over admitting an even number of free and slave states from the
western territories.
Southerners wanted the
western territories to include slavery, especially in
the southwest where cotton could grow.
Most
Northerners wanted the territory to remain open
only to “free soil and free labor” – by white men,
not slaves. The conflict which had been building
for decades saw its first bloodshed in the West, in
the territory that would become the state of
Kansas.
Congress passed the Kansas-Nebraska Act in 1854,
which
made
slavery
a
matter
of
popular
sovereignty (by vote of the people living in the
John Magee, “Southern Chivalry – Argument versus Club” 1856. Democratic
Congressman, Preston Brooks, attacking Republican Senator Charles
Sumner, on the Senate Chamber floor.
http://en.wikipedia.org/wiki/File:Southern_Chivalry.jpg
state.) A number of northerners in favor of “free
soil” moved into Kansas to create support for antislavery [against slavery] laws.
Meanwhile, pro-
slavery [for slavery] Missourians crossed the border
into Kansas to tip the scales toward support for
Page 38
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.8 - Sectionalism in America: North versus South (p. 2 of 3)
slavery. More than once, Missourians illegally voted in Kansas elections for pro-slavery laws and to elect
legislators committed to extending slavery. The sides were so divided that they established two different
governments within the territory of Kansas, and presented two different state constitutions to the U.S.
Congress. Kansans representing both sides of the issue took up weapons, fought, and killed each other on a
number of occasions.
John Brown, a fiery abolitionist, moved into Kansas in 1855 and took it upon himself to pay back any violence
against anti-slavery residents - practicing “an eye for an eye” revenge for each death committed by a proslavery resident. Brown was also responsible for the raid against the armory in Harper’s Ferry, Virginia in 1859,
when he armed nearby slaves to fight for their freedom. Violence also took place in Washington, D.C., over the
issue of slavery in Kansas. In 1856 Massachusetts Republican Senator Charles Sumner spoke passionately
against pro-slavery legislators. In response, a Democratic Congressman from South Carolina, Preston Brooks,
entered the Senate Chamber and beat Sumner over the head with his cane, nearly killing him.
The first bloodshed of the Civil War occurred in the West (Kansas). As the population of the North grew larger
and larger, and more and more free states were admitted to the union, the Southern states thought they could
not defend their sectional interests (especially slavery) in Congress because the North had greater voting
power. When the Republican presidential candidate, Abraham Lincoln, won the 1860 election, Southerners
were ready to secede to protect their interests.
John Steuart Curry, "Tragic
Prelude" (1938-40). The
painting depicts “Bleeding
Kansas” and foreshadows
the Civil War. Since it was
painted in the twentieth
century, this painting is not
a primary source from the
Civil War.
Source: http://www.kshs.org/p/
kansas-state-capitol-online-tour-tragicprelude/16595
Page 39
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.8 - Sectionalism in America: North versus South (p. 3 of 3)
1. What is sectionalism?
2. How is sectionalism related to freedom?
3. Why did the two regions fight over the West?
4. Give two examples of the fighting before the Civil War.
5. List five symbols in the “Tragic Prelude” painting, and explain what they mean.
6. The central figure is John Brown. Why does the artist depict him as such a large figure, and why is he
standing between the two sides?
Page 40
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.8 - Sectionalism in America: North versus South (continued)
7. Why did sectionalism create conflict?
To answer this question, fill out this chart using information from class activities. Determine whether the
North and South were either favored (pro) or opposed (con) the issues listed below and why.
North
South
Social
Slavery
Pro/
Con
Pro/
Con
Economic
Pro/
Con
Tariffs
Pro/
Con
Pro/
Con
Pro/
Con
Pro/
Con
Pro/
Con
Pro/
Con
National Bank
Internal
Improvements
Political
Western
expansion
Page 41
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.9 – Defining Ideas in Context: States’ Rights (page 1 of 3)
One of the most important concepts in this unit is the noun phrase, “States’ Rights.” Understanding how this
term was used in the 1800s requires more than just learning the dictionary definition. It was a fundamental
cause of tension between the North and the South.
To get a sense of how this phrase was used and what it meant to both the Union and the Confederacy, and to
understand how it relates to the question of freedom during the war, read the following short excerpts that
describe related terms. Each of these excerpts follows a common practice in history texts- they define
important terms within the text itself, using punctuation marks or phrases, like “known as,” or “called ....” In the
examples that follow, the authors have used commas to separate a term from its definition.
Instructions:
1. Highlight or underline the definition for each noun.
2. Speculate (or guess) how that noun might be related to the phrase “states’ rights.”
3. Read the excerpt from the Lincoln-Douglas Debate, which summarizes much of the concept of states’
rights.
4. Finally, create your own definition of states’ rights.
Concept #1: Federalism
“Just as the Constitution divides power among the three branches of the federal government, it also
divides power between the states and the nation, a division known as federalism.” (p. 155)
How do you think this term is related to the phrase “States’ Rights?”
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Concept #2: Popular Sovereignty
“For decades, the major parties – the Whigs and the Democrats – had avoided the slavery issue, thus
managing to win support in both the North and the South. In 1848, they hoped once again to attract
voters from all sides of the slavery debate….
Both Democrats and Whigs addressed the problem by embracing the idea of popular sovereignty, a
policy stating that voters in a territory – not Congress – should decide whether or not to allow slavery
there. This idea had wide appeal, since it seemed in keeping with the traditions of American
democracy.” (p. 326)
How do you think this term is related to the phrase “States’ Rights?”
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Page 44
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.9 – Defining Ideas in Context: States’ Rights (page 2 of 3)
Concept #3: Secede (Verb)
“… Calhoun did not believe that Clay’s proposal gave the South enough protection. If the North
would not submit to the South’s demands, “let the states agree to separate and part in peace. If
you are unwilling that we should part in peace, tell us so, and we shall know what to do.” In
other words, if the North did not agree, the South would secede, or break away, from the
Union.” (p. 327)
Note: The act of seceding is known as secession.
How do you think this term is related to the phrase “States’ Rights?”
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Concept #4: Nullification (Noun)
This episode convinced [John C. Calhoun] that the future of slavery, which he supported,
required a stronger defense of states’ rights. Toward that end, he began to champion [argue for]
the concept of nullification, which meant that states could nullify, or void, any federal law
deemed [thought to be] unconstitutional. (p. 256)
How do you think this term is related to the phrase “States’ Rights?”
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Source for Concept Excerpts: Emma J. Lapsansky-Werner, Peter B. Levy, Randy Roberts, and Alan Taylor, United States
History (Boston: Holt, Pearson Education, 2008).
Page 45
Civil War Lesson #1: The Road to War
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CW1.9 – Defining Ideas in Context: States’ Rights (page 3 of 3)
Stephen Douglas (in a speech during the Lincoln-Douglas Debate, 1858)
“I repeat that the principle is the right of each State, [and] each
Territory, to decide this slavery question for itself, to have
slavery or not, as it chooses, and it does not become Mr. Lincoln,
or anybody else, to tell the people of Kentucky that they have
no consciences, that they are living in a state of iniquity, [sin]
and that they are cherishing an institution to their bosoms in
violation of the law of God. Better for him to adopt the doctrine
.’" of ‘judge not lest ye shall be judged.’”
Defining States’ Rights
Using your work above and the Douglas quote, define the phrase “states’
rights” and explain what it has to do with the division between North and
South.
________________________________________________________________________________
________________________________________________________________________________
______________________________________________________________________________________________________________________
Stephen A. Douglas, full-length portrait, facing front,
1860, Source: Library of Congress,
http://www.loc.gov/pictures/item/2005696317/
___________________________________
_______________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Page 46
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.10 – Chronology of States’ Rights Timeline (Part 1)
th
The 10
Amendment
Alien & Sedition Acts
The Missouri Compromise
If the Constitution
does not give a power
directly to the Federal
Government, the
power goes to the
states.
The Alien act (law) made it more
difficult for immigrants to live in
the U.S. The Sedition Act (law)
made it a crime for anyone to write
or say anything bad or false about
the President, Congress, or the
government.
Missouri entered the Union as
a slave state & Maine entered
the Union as a free state.
Slavery was prohibited in any
new territories or states
formed north of the 36˚ 30’
latitude line.
1791
1798
1820
The Virginia and Kentucky
Resolutions
These resolutions stated that
the Alien and Sedition Acts
(laws) were unconstitutional,
so Virginia and Kentucky
were not going to follow
those laws.
1799
The Tariff of 1832
Congress passed a
tariff (tax on imported
goods) on iron,
textiles, and other
manufactured goods
that hurt the Southern
economy.
The Hartford Convention
Nullification Crisis
(During the War of 1812)
South Carolina called a state convention
to nullify the tariff. They warned the
federal government not to use force to
collect the taxes, or they would secede
from the Union.
The British Blockade along
East Coast hurt the New
England trading industry. A
group of Federalist
representatives in Hartford,
Connecticut, suggested that
the New England states
should secede from the
Union.
Many Southern leaders feared that if the
federal government could pass and
enforce this tariff, then they could
eventually try to end slavery.
1814
Page 49
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
1832
CW1.10 – Chronology of States’ Rights Timeline (Part 2)
The Compromise of
1850
Dred Scott vs. Sanford Case
California joined the
Union as a free state.
Slavery in all other
territories from the
Mexican Cession would
be decided by Popular
Sovereignty.
The Supreme Court ruled that
African Americans, whether
free or slave, were not
considered citizens, and that
the Missouri Compromise was
unconstitutional. Even if slaves
were moved to a free state,
they would still be slaves.
1850
1857
1840
1840
1850
Abraham Lincoln
Elected
He and his party, the
Republicans, were against
the extension of slavery
to new states, but did not
say that slavery should be
abolished in the South.
2. Which events caused states to threaten to
secede from the union?
1860
3. After 1850, what was the biggest states’
rights issue [political problem or
question]?
1860
The issue of slavery would be
decided by Popular
Sovereignty in the Kansas and
Nebraska Territories.
Secession
Fearing that Lincoln’s
government would abolish
slavery, South Carolina was
the first state to secede
from the Union.
1854
1860…
The Kansas-Nebraska Act
Answer these questions in complete
sentences.
1. In the 10th Amendment, how is the power
in the United States divided?
4. What freedom do states’ rights and
secession offer?
Key
Constitution
Act of Congress (Federal government)
Act of state governments
Page 50
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.1 – Chronology of States’ Rights Placards
th
10 Amendment to
the Constitution
(Federal law)
1791
Page 52
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.1 – Chronology of States’ Rights Placards
th
The 10 Amendment
If the Constitution doesn’t give a
power directly to the Federal
Government, the power is kept
by the states.
Page 53
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.2 – Chronology of States’ Rights Placards
Alien & Sedition Acts
(Federal laws)
1798
Page 54
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.2 – Chronology of States’ Rights Placards
Alien & Sedition Acts
The Alien Act was a law that made it more
difficult for immigrants to live in the U.S.
The Sedition Act was a law that made it a
crime for anyone to write or say anything
bad or false about the President, Congress,
or the government.
Page 55
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.3 – Chronology of States’ Rights Placards
The Virginia and
Kentucky Resolutions
Virginia and Kentucky
1799
Page 56
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.3 – Chronology of States’ Rights Placards
The Virginia and Kentucky Resolutions
These resolutions stated that the Alien
and Sedition Acts were
unconstitutional, so Virginia and
Kentucky were not going to follow
those laws.
Page 57
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.4 – Chronology of States’ Rights Placards
The Hartford Convention
Hartford, Connecticut
1814
Page 58
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.4 – Chronology of States’ Rights Placards
The Hartford Convention
(During the War of 1812)
The British blockade along east coast hurt
the New England trade. A group of
Federalist representatives in Hartford,
Connecticut, suggested that the New
England states should secede from the
Union.
Page 59
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.5 – Chronology of States’ Rights Placards
The Missouri Compromise
Missouri, Maine, Unsettled
Western Lands
1820
Page 60
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.5 – Chronology of States’ Rights Placards
The Missouri Compromise
Missouri entered the Union as a slave state
& Maine entered the Union as a free state. This kept the
number of slave and free states balanced, so that the
number of Senators from each side would be balanced.
Slavery was prohibited in any new territories or states
formed north of the 36˚ 30’ latitude line.
Page 61
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.6 – Chronology of States’ Rights Placards
The Tariff of 1832
(Federal Tax)
1832
Page 62
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.6 – Chronology of States’ Rights Placards
The Tariff of 1832
Congress passed a tariff (tax on
imported goods) on iron, textiles,
and other manufactured goods
that hurt the Southern economy.
Page 63
Civil War Lesson #1: The Road to War
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CW1.11.7 – Chronology of States’ Rights Placards
Nullification Crisis
South Carolina
1832
Page 64
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.7 – Chronology of States’ Rights Placards
Nullification Crisis
South Carolina called a state convention to nullify
(eliminate or cancel) the tariff. They warned the
federal government not to use force to collect
the taxes, or they would secede from the Union.
Many leaders feared that if the federal
government could pass and enforce this tariff,
then it could some day make slavery illegal.
Page 65
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.8 – Chronology of States’ Rights Placards
The Compromise of 1850
California, Western lands from
the Mexican Cession
1850
Page 66
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.8 – Chronology of States’ Rights Placards
The Compromise of 1850
California joined the Union as a
free state. Slavery in all other
land from the Mexican Cession
would be decided by popular
sovereignty.
Page 67
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.9 – Chronology of States’ Rights Placards
The Kansas-Nebraska Act
Kansas and Nebraska
Territories
1854
Page 68
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.9 – Chronology of States’ Rights Placards
The Kansas-Nebraska Act
The voting residents would decide whether
slavery would be allowed in the new states
in the Kansas and Nebraska Territories
(popular sovereignty.)
Page 69
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.10 – Chronology of States’ Rights Placards
Dred Scott vs. Sanford Case
(Supreme Court Decision)
1857
Page 70
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.10– Chronology of States’ Rights Placards
Dred Scott vs. Sanford Case
The Supreme Court ruled that African
Americans, whether free or slave, were not
considered citizens, and therefore had no right
to sue in federal court. Even if slaves were
moved to a free state, they would still be
slaves. The Court also ruled that the Missouri
Compromise was unconstitutional.
Page 71
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.11– Chronology of States’ Rights Placards
Abraham Lincoln
Elected President
1860
Page 72
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.9.11– Chronology of States’ Rights Placards
Abraham Lincoln Elected President
The Republicans, Lincoln’s party, wanted
to stop the spread of slavery to new states
in the western territories. Even though
Lincoln said he would not interfere with
slavery in the South, the Southern states
did not believe him.
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Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.12– Chronology of States’ Rights Placards
Secession
South Carolina
1860
Page 74
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved
CW1.11.12– Chronology of States’ Rights Placards
Secession
South Carolina was the first state to
formally withdraw from the Union.
The South Carolina delegates argued that
since the states voluntarily agreed to join
the Union, they could voluntarily leave the
Union by the same process.
Page 75
Civil War Lesson #1: The Road to War
Copyright © 2011, The Regents of the University of California, All Rights Reserved